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Trousdale County Schools Focused Lesson Plan Teacher: Crystal Walls Unit Name: Pace Value Unit #: 1 Unit Length: 3 Dates: July 30- August 20 Week ____1_ of __3____ Subject: Math Tennessee State Standard(s) to be taught: (Write the entire standard) 3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. I Can Statements : I can identify patterns in addition and subtraction problems. I can add and subtract fluently. I can determine the place value of a number. I can explain and show how subtraction and addition are connected. I can round to the nearest 10’s and 100’s place. I can estimate the sum and difference of two numbers. I can apply different properties to solve addition problems. I can solve problems using mental math. Accommodations for students, both regular and special populations : Low: Fewer questions, teacher table, and peer helper. High: Independent work, extra higher order questions, and let them be the “teacher”. Unit Vocabulary: Associative Property of Addition: The property that states that you can group addends indifferent ways and still get the same sum. Cummutative Property of Addition: The property that states that you can add two or more numbers in any order and get the same sum. Compatible numbers: Numbers that are easy to compute with mentally. Difference: The answer to a subtraction problem. Estimate: To find about how many or how much. Identity Property of Addition: The property that states that when you add zero to a number, the result is that number. Pattern: An order set of numbers or objects in with the order helps you predict what will come next. Round: To replace a number with another number that tells about how many or how much. Daily Agendas should include: Resources, Technology, Formative and/or Summative Assessments, Assignments, and a daily activity for citing text based evidence in conversations and/or writing Thursdays Agenda: Beginning of the year test (Test pages 7-12) Go over how to get onto math animated on think central (ipad, apple tv, projector) Math facts game around the world (questions of math facts) Fridays Agenda: Pre-quiz for chapter one (Quiz pages 1-6) Review math animated on think central (ipad, apple tv, projector) Go over center rotations (center games and materials set up for addition and subtraction) 1 Monday Agenda: Go over vocabulary for chapter and write definitions (paper in math binder) Lesson 1.1 (Student book pages 1-10/ Teacher book pages 1-10) Independently do SHOW WHAT YOU KNOW (page 3) Discuss in large group In whole group work on lesson material (pages 5-6) In small group do practice work (page 7-8) Share responses in large group Center work (Computer: math animated skills 2 and3, Grab and go games, work problem and than 5-6) In small group do practice work (page 7-8) Share responses in large group Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about it, do math task, work on skills at teacher table) Tuesday Agenda: Write math definitions in your own words. (math paper from Monday in binder) Lesson 1.2 (Students book page 11-16/ Teacher book page 11-16) Independently do SHOW WHAT YOU KNOW (page 11) Discuss in large group In whole group work on lesson material (pages 12) In small group do practice work (page 13-14) Share responses in large group Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about it, do math task, work on skills at teacher table) Wednesday Agenda: Do examples of each math definition Lesson 1.3 (Student book pages 17-22/ Teacher book pages17-22) Independently do Unlock THE PROBLEM (page 17) Discuss in large group In whole group work on lesson material (pages 18) In small group do practice work (page19-20) Share responses in large group Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about it, do math task, work on skills at teacher table) Thursday Agenda: Vocabulary quiz (Quiz) Lesson 1.4 (Student book page 23-28/ Teacher book pages 23-28) Independently do UNLCOK THE PROBLEM (page 23) Discuss in large group In whole group work on lesson material (pages 24-25) In small group do practice work (page 26) Share responses in large group Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about it, do math task, work on skills at teacher table) Friday Agenda: Math quiz fluency builder (Quiz/ problems on page 23B teacher’s book) Lesson 1.5 (Student book pages 29-34/ Teacher book pages 29-34) Independently do UNLCOK THE PROBLEM (page 29) Discuss in large group In whole group work on lesson material (pages30-31) In small group do practice work (page32) Share responses in large group Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about it, do math task, work on skills at teacher table) 2